六頂思考帽創造思考技法與媒體識讀融入寫作教學對國中生批判性思考及寫作表現之提升成效

The Effect of Integrating Six Thinking Hats and Media Literacy into Writing Lessons for Junior High School Students on Their Critical Thinking and Writing Performance

許綉玉(Hsu Shiu-Yu)

指導教授 ： 張雨霖

國立臺灣師範大學/教育學院/創造力發展碩士在職專班/碩士(2021年)

https://doi.org/10.6345/NTNU202101869

摘要

本研究旨在發展六頂思考帽創造思考技法與媒體識讀融入國中國文領域之寫作教學課程，並分析對於國中生批判性思考以及寫作表現的提升效果。本研究採用不等組前後測控制之準實驗研究設計，研究參與者共分2組，均接受7週每週1堂課的寫作課程。其中實驗組接受「六頂思考帽創造思考技法與媒體識讀融入寫作教學」課程，對照組則接受「一般寫作教學」課程。研究工具使用「新編創造思考測驗」、「批判思考測驗第一級」、「引導式閱讀心得評鑑批判寫作評分規準」及「自編寫作評分規準」進行實驗教學效果測量。
本研究經過量化分析後，得到研究結果為：於實驗教學前，經過獨立樣本t檢定測得研究參與者在創造力方面並沒有顯著差異；而經過實驗教學課程後，實驗組在批判性思考的總分、辨認假設、演繹、評鑑等四項分數有顯著差異，實驗組優於對照組；實驗組在一般寫作表現及引導式批判寫作之批判表現方面，均優於對照組；但是在引導式批判寫作之評論表現方面，實驗組與對照組的表現則未能達到顯著差異。
我們期望透過本研究，對未來國中生批判性思考之培育及論說文寫作教學能有所幫助，最後對國中寫作教學實務及未來研究提出建議。

關鍵字

六頂思考帽 ； 媒體識讀 ； 批判性思考 ； 寫作表現

並列摘要

This research aims to develop 6 Thinking hats techniques, to integrate media literacy into writing lessons for junior school students and to analyse its effect on students’ critical thinking and writing performances. This research adopts quasi-experimental research design for pre-test and post-test control of unequal groups. Participants were divided into two groups. Both groups received one writing lesson per week for seven weeks. The experimental group received ‘integrated 6 Thinking hats and media literacy into writing’ teaching whist the control group received the ordinary writing teaching. Tools of research include ‘newly compiled creative thinking test’, ‘Level one critical thinking test’ ‘Mark scheme for critical writing of the guided reading’ and self-developed writing mark schemes.
Through the quantity analysis, the results of this research compose of the following:
1. No significant difference on creativity of the participants via independent samples T-test. 2. After the course of experimental teaching, the experiment group shows significant difference in the total scores of the critical thinking, identifying hypothesis, ability to deduct and to evaluate. The experiment group scores higher than the control group. 3. The experiment group performs better in general writing and in critical performance of guided critical writing. 4. The experiment group performs no significant difference in commentary performance of guided critical writing.
It is hoped that this research can provide some insight on junior high school students’ development on critical thinking and can contribute to the writing lessons; lastly to make recommendations for junior high school writing lessons in practice and its future study.

並列關鍵字

six thinking hats ； media literacy ； critical thinking ； writing performance

參考文獻

壹、中文資料

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